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初中英语北师大版八年级上册Communication Workshop获奖教学设计
展开Unit 5 Communication Workshop
教材分析：
本课是北师大版《初中英语》八年级上册教材第5单元的Communication Workshop。本单元的话题是Helping，属于课程标准话题8“人际交往”下的子话题“社会行为”。在本单元前三课，围绕本单元话题，学生分别学习了在社区做义工、同学间互相帮助和灾难前挽救他人生命的同龄人的子话题；并学习了提出与应答请求，过去进行时等语言知识。通过前三课的学习，学生已经进行了关于本单元话题的语言学习和初步应用，储备了话题下的相关知识。Communication Workshop是在单元前三课学习基础上，结合话题Helping，以及与该话题相关的语言知识和语言技能，进行以写作为主要形式的语言输出表达。
本单元写作围绕Helping的话题，描写一日的系列活动，展现活动中的心情和感受。教材呈现了一篇Emma介绍自己最喜欢的歌星来到福利院，共同度过特别一天的文章，是学生写作模仿的范文。因此，应重点从本课范文中进行写作的学习，获得后续学生自己写作的支撑，而非侧重对篇章细节的理解和信息的获取。分析范文，学生需要从范文中学习以下几个方面：
- 主题：通过描写一日活动，体现特定的感受、心情或主题，因此活动的选取要 为体现主题服务；
- 文体：一日活动是系列事件的描写，属于记叙文文体，要有时间、地点、人物和事件等因素，要按照时间顺序进行描写；
- 结构：为了不使一日活动写成流水账，活动的描写要有详有略，活动描写的过程中要展现人物的情绪和感受；
- 语言：一日活动记录的是过去发生的事，因此要使用过去时，在描写过程中要注意合理使用连接词，加强写作的连贯与衔接。
根据对教材内容的分析，本课计划分两课时完成。第一课时，学生在明确写作任务的前提下，学习范文的结构、描写特征和语言，逐步完善自己的构思，进行初步写作。第二课时，在学生自查问题的基础上，开展同学互评，关注语篇意义的表达、衔接与连贯（特别是逻辑方面）和语言表达，在修改后成稿。
本课的写作内容是帮助他人，学生要在写作过程中关注帮助他人的感受与心情，进而体现写作的主题。写作过程本身也是学生感知帮助他人进而愉悦自身的过程。
学情分析：
本课的授课对象是北京市示范中学八年级中等水平的学生。他们思维比较活跃、乐于参与课堂活动，具有一定的词汇和语法基础。在写作上，学生能够对一般话题进行简单的表达，但在内容的丰富性和逻辑性上可能存在一定的困难，是教学过程要重点解决的内容。本学期学生刚参加过爱心活动，因此不缺乏写作内容，但如何进行合理组织，以避免写成流水账是学习的难点。
授课教师：
教学目标：
在本课学习结束时，学生能够：
1. 根据写作任务需要，在范文中发现作者要体现的主题，以及体现主题的方式；
2. 拟定主题，构思写作提纲，初步完成一篇走进社区敬老院的作文；
3. 通过完成写作任务，引导学生回忆帮助他人、收获快乐的感受。
教学重点：
根据写作任务需要，找出范文表达的主题和表达主题的方法；学习范文的语言表达；列出合理的写作提纲。
教学难点：
合理安排写作的结构，体现写作主题。
教学过程：
教学步骤 | 教学活动 | 设计意图 | ||||||||
Reviewing | ||||||||||
Review the topic of the unit | Ss review the topic of Unit 5 and get to know the task by answering questions. Qs: Do you still remember the title of this unit? What can you do to help others? What do you feel when you help others? | 复习本单元话题，导入学生的已知，在已知的基础上不断围绕单元话题进行知识与技能的建构。 | ||||||||
Pre-writing | ||||||||||
Understand the task
| Task: 北京十二中英文校园杂志要宣传“慈善义工社”走进社区敬老院的活动。作为志愿者之一，请你向杂志社投稿，以A/An _________ Day为主题，写一篇短文，向读者介绍你在敬老院的活动及感受。字数不少于60词。
1. Ss read the task on the worksheet. T: Our school did a lot about helping others. The English magazine will broadcast the volunteering job. Let’s see together. | 学生理解写作要求，梳理写作要点，明确写作任务。
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2. Ss underline the key points of the task on their worksheet individually. T: Would you please underline the key points of the task on your worksheet? (What should you pay attention to when you write?)
3. Ss share the key points they underlined in class by completing the form: A / An ______ Day
Qs: What are you going to write? What personal pronouns should you use? What tense should you use? How about the words? What about the title? |
初步分析写作中应关注的要点。
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While-writing | ||||||||||
Step 1
| Complete the title 1. Ss talk about what kind of day they have by answering questions: Q: What do you think of the day?
2. T shows Ss some useful adjectives about the day on PPT if necessary. T: You can also use these adjectives.
3. Ss complete their own titles on their worksheet. T: Now please complete the title of your day. | 学生通过讨论,发散思维，补全写作任务标题，明确要突出的写作主题。 | ||||||||
Step 2
| Try to do the task and write the composition Ss will have 6-8 minutes to try to write their first drafts individually. T: Now would you please try to write about the day yourself? | 学生根据自己的理解和已有的写作基础，初步构思写作内容，进行写初稿。 | ||||||||
Step 3
| Learning from the text-- Enrich the activities 1. Find problems in their drafts. 1) Ss share their writing in class. Q: What did you do on that day? 2) Ss summarize their problems with the teacher’s help. T: What do you think of your activities? Are there any aspects you want to improve?
2. Understand the text in general. T: Now let’s read a composition from Emma. Find out what kind of day it was for Emma? Why? Did they do anything together?
3. Read and get the activities of the text. 1) Ss underline the activities in the text. 2) Ss share in class. 3) Ss talk about the order of the activities. Q: In what order did the writer write these activities?
4. Add more activities relevant to the task. Ss brainstorm some other activities. Q: Think about your own writing. What else did you do at the Old People’s House? In order to make your writing focus on “A ______ Day”, what activities can be added to your writing?
5. Ss add activities to their writing. | 学生初步交流，发现自己写作中的问题。
阅读文本，在了解文章大意的基础上，捕捉范文中的相关活动，关注活动描写的顺序，体会记叙文按时间顺序描写的文体特征。
在范文的启发下，通过头脑风暴，加入更多在敬老院进行过的活动。 | ||||||||
Step 4
| Learning from the text-- Enrich the detail 1. Ss share their revised parts.
2. Ss summarize the problems of their activities by answering questions: T: Can you see how they help in their writing? Why?
3. Choose one activity as an example, and try to add details in class. Possible Qs:(take “clean the room” as an example) Did you help them dust the furniture / sweep the floor…? What were they doing when you cleaned their rooms? What do you think of their rooms after cleaning? How do you feel? T: So can you write more about cleanup?
4. Ss add more details to their activities in pairs. 1) Ss work in pairs to practice. T: Choose one of the activities at the Old People’s House to practice. 2) Ss share in class.
5. Ss revise their activities by adding some details. Ss share their revised parts.
| 在学生分享彼此活动的基础上，进一步引导学生发现写作细节的问题。
学生通过回答问题，体验如何增加细节。并通过全班共同讨论，进一步学习写细节。
完善自己的写作任务。
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Step 5 | Learning from the text—Show the theme/feeling 1. Ss find their problems in showing the theme. T: How did you feel about the day? Were you (happy /excited…) on that day? Did your writing show that feeling? Is it enough to express your feeling with only one sentence?
2. Ss read and underline Emma’s feelings in the text according to the questions. Qs: How did Emma feel--- when she was waiting for Dylan Terry? when Dylan sang some songs for them? when Dylan joined them for lunch? when Dylan brought a cake and toys for them? T: Please read the text and underline the sentences about Emma’s feelings.
3. Ss summarize the ways to show feelings with the teacher’s help. T: So why was it a special day for Emma? Why did Emma write about the day?
4. Ss revise their writing by showing feelings. Ss share the revised parts in class. | 学生在写好活动的基础上，进一步理解和学习如何使所选活动紧扣主题，如何用感情线索贯穿全文，如何描写感受。 学生通过阅读文本，感受Emma如何描写一天中体会到的情感，感悟描述情感的方法。完善自己的写作任务。
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Step 6 | Learning from the text—Write topic sentence 1. Ss find the problem by reading the samples. T: Did he / she have a topic sentence? Is it important to have a topic sentence?
2. Ss read and learn to write or improve their topic sentence. Q: What’s the topic sentence of the text?
3. Ss add or revise their topic sentences. Ss share the revised parts in class. | 学生通过阅读文本首段获取、感知主题句的作用，进一步完善自己的写作任务。 | ||||||||
Homework | 完成写作任务，并上传到批改网进行修改。 | 完善写作任务。 | ||||||||
Blackboard design | ||||||||||
Communication Workshop 5 (part 1) A / An _____ Day interesting, important, special, useful, great... cleaned their rooms excited activities chatted with the old people had a good time took a walk with them surprised special played chess with them… it was like a dream | ||||||||||
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